Determining The Effectiveness of an After-School Program

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While no one can deny the benefits of after-school programs, their effectiveness at furthering the education in our schools can be called into question. While what can be considered effective in after-school programs can be contingent upon the basic goals and objectives of the individual program, if the after-school program is not reaching the goals of the program it cannot be considered an effective program despite the good it may be providing for the families involved. The twenty-first century program, specifically at *Avalon Park Elementary School, is being called into question because of its derivation from its original academic enrichment goals to its current habit or entertaining rather than educating its students.
In determining the effectiveness of an after-school program it must be understood that there is not a “one size fits all” standard for all after-school programs. (Cathy Hammon, 2006)When determining whether or not an after-school program is consider effective or ineffective for students is it crucial to compare the specific program’s objectives and goals to the outcomes that the program actually produces in the students and families they serve. (Cathy Hammon, 2006) In a study conducted by the National Center for Educational Statistics, they determined there are four major types of after-school programs. The first being the fee based stand-alone day care programs in which parents/guardians pay fees and the program focuses specifically on just the entertainment and supervision of the students. (Education, 2009) The second is the stand alone academic instruction program which focuses on the enrichment and continuation of the individual student’s academic progress and completion of goals. (Education, 2009)The third ...

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...ers, 1-9.
Education, U. D. (2009). After-school Programs in Pubilc ElementarySchools; First Look. National Center for Educational Statistics, 1-55.
Halpern, R. (1999). After-School Programs for Low-Income Children: Promise and Challenges. Chicago, IL.: Erikson Institute for Graduate Study in Child Development in.
Karen Walker, R. R. (2001). Challenges and Opportunities in After School Programs: Lessons for Policy Makers and Funders. Nebraska: Nebraska department of Education.
Kenneth Leitherwood, K. S. (2004). Review of Research; How Leadership Influences student Learning. Learning From Leadership Project, 59-67.
Leon County Schools-Testing, R. a. (2013). School Accountability Grades 2011-2013. Retrieved 04 22, 2014, from Leon County Schools: http://www.leon.k12.fl.us/newLCShomeFiles/curric_Instruc_Files/testing_assessment/2012_2013_files/School_Grades_2010-2013.pdf

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